1 What ERO national evaluations tell us about effective leadership in early childhood services, kura and schools Presentation to NZEALS Christchurch, 9 April, 2010
2 Symposium outline Carol Mutch: Introduction and overview Sandra Collins: What ERO knows about effective leadership in early childhood Charles Rolleston: What ERO knows about effective leadership in Māori medium settings Helen Slyfield: What ERO knows about effective leadership in the school development (in relation to schooling improvement and other initiatives) Ross Hanna: Tying the threads together: A case study of leadership in schooling improvement Questions (Carol Mutch, chair)
3 Part 1 Introduction
4 Context for this presentation As well as individual ece/kura/school reviews, ERO conducts evaluations of topics of national interest and evaluations under contract to other organisations This symposium brings together our analysis of these evaluations from across the sector Leadership is one of the five key factors identified in a forthcoming ERO publication, Evaluation at Glance: What ERO knows about effective schools, in which over 30 national evaluation reports were analysed for key themes.
5 Evaluation at a Glance: Effective schools The analysis clearly showed, that schools, regardless of type, location, decile rating or philosophy, provide high quality education when they make evidence based and thoughtful decisions that: focus on meeting learner potential through a careful analysis of needs, progress and achievement promote leadership within an inclusive culture enhance effective teaching engage with their communities implement coherent policies and practices in a cycle of continuous self review
6 Leadership themes Effective leadership begins with the principal who sets the direction but goes beyond that to recognition that all those in leadership, management and governance have roles to play. These roles are clearly defined and grounded in shared visions, values and expectations. Leaders are supported to develop the skills needed for the tasks they undertake. They set the tone for the school culture and build respectful relationships. Leaders celebrate diversity and model inclusive, culturally appropriate ways of operating. They work in partnership with and offer leadership opportunities to other staff, students/children, parents, whānau and people in the broader education community.
7 Part 2 Effective Leadership in Early Childhood Education
8 Chain of Quality Clear Philosophy Effective management High quality educators, professional leadership High quality programmes, environment, interactions Positive outcomes for children Involved Families and Communities
9 National evaluation reports
10 Quality of Assessment in Early Childhood Education Good leadership and strategic direction in a service helped develop and promote a shared and appropriate understanding of, and ongoing expectations for, assessment.
11 Implementing Self Review in Early Childhood Services Leadership support and direction for self review had a positive influence on understanding and implementation. Many of these services had documented the outcomes of review, particularly those related to children. Self review was embedded in practice and integral to their operation.
12 Who leads in ECE? Head teachers Team leaders Centre managers Supervisors Presidents Licensees Leadership teams Coordinators Teaching practice managers Professional service managers Staff Children Trustees Committees Area managers Professional advisors Centre directors Teachers Parents Whānau Centre support workers/staff
13 Qualities of effective leaders sensitive open collegial inclusive innovative inspiring empowering perceptive focused
14 Effective leaders in early childhood services: Foster.. Model Encourage Build.. Consult.. Respond.. Report.. Share. Listen.. Empower. Plan Utilise.
15 So what? Team work Trust and confidence Processes embedded Culture of self review Improved teaching practice Clear direction Parents and whānau actively involved Sustainability
16 Issues leadership in ECE Lack of leadership Negative impact on quality of education Services not having systems or processes to support effective teaching and learning Conflicts and relationship issues
17 Well led early childhood services are places where managers, educators, children and their parents and whānau all have opportunities to contribute and learn. Effective leaders trust and empower educators and children, promoting a collaborative and inclusive culture of continuous improvement for all.
18 Part 3 Effective Leadership in Māori medium settings
19 ERO reviews in Māori medium settings Type of school Type of early childhood service Specific evaluation framework developed in partnership Kura Kaupapa Māori Align to Te Aho Matua principles Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa Kōhanga Reo Align to Te Whāriki and Te Korowai Te Kōhanga Reo National Trust ERO s existing evaluation framework for Schools and ECS Designated Character Schools Reflect unique context/education Te Rūnanga o Ngā Kura ā Iwi Māori Immersion Centres Programmes delivered through the medium of te reo Māori, tikanga Māori Leadership as a review dimension incorporated within kaupapa Leadership as a review dimension clearly defined
20 Leadership in Māori medium settings knowledge, dispositions and skills of effective leaders including strategic thinkers change agents networkers and so forth cultural identity navigating the complex, diverse communities social cultural educational economic
21 The proverb, ka tika a mua ka tika a muri, reflects the critical role of kaumātua in the kura and community. They provide highly valued support, advice and guidance to the principal, staff and whānau. The activities of the kura are based on the collective and collaborative efforts of the board, whānau, principal and staff. Student achievement in all facets of teaching and learning through the kaupapa of the kura is a priority for kaumātua and whānau. Review report (Kura)
22 tikanga Māori also influences the style of leadership that will be most effective
23 Key themes from ERO reports te reo and tikanga Māori were embedded as foundation principles in the kura and consequently normalised the cultural identity and advantage of its community Māori concepts and values such as whakapapa, whanaungatanga, manaakitanga and aroha were valued and embedded within the culture of the kura reinforcing the expectation for collective ownership and responsibility for the type of education provided in the kura
24 Key themes from ERO reports the whānau, hapū and iwi clearly understood how they could contribute to defining and realising vision for their children and the kura, creating leadership opportunities for them within the kura the principal and other leaders were secure and confident in managing their roles and responsibilities which sustained the desire to improve outcomes for students and community a strong presence and participation of kaumātua and kuia in the daily activities of the kura and the contribution of their leadership, knowledge and experience as respected members in Māori communities
25 greater engagement of whānau/hapū/iwi heightened sense of expectation, responsibility and accountability
26 Ehara taku toa i te toa takitahi Engari he toa takitini My strength comes not from me alone but it is the strength of the collective
27 Part 4 Effective Leadership for School Development
28 Findings from ERO contract reviews Most of our contract work has focused on professional development to improve teaching and learning Mainly schooling improvement but also other development across the school The findings are relevant for both principals/ senior leaders and external providers
29 Connections with BES leadership and professional learning and development Our evaluation findings have been generally consistent with the key dimensions the leadership BES and the professional learning and development BES have identified This paper is about what our evaluations have identified within the dimensions The findings are illustrated by examples both within schools and within professional development cluster projects
30 Leadership a juggling act The findings may help leaders juggle the competing demands In a whole school professional learning development there are many leaders Principal Senior management Lead teachers External facilitators
31 Dimensions based on Viviane Robinson et al s work 1. Establishing goals and expectations 2. Resourcing strategically 3. Planning, coordinating and evaluating teaching and the curriculum 4. Promoting and participating in teacher learning and development 5. Ensuring an orderly and supportive environment
32 Establishing Goals and Expectations Vision and specific goals Focusing on students with the lowest achievement Expectations Self review as cyclic approach where it provides the basis for setting the goals, planning the development initiatives and monitoring their progress
33 Planning, coordinating, and evaluating teaching Planning for professional learning and development Baseline information about teaching practices and student learning Design of professional learning and development Focus on improving teaching Plan for up skilling teachers across the school
34 Planning, coordinating, and evaluating teaching Coordinating professional learning and development and teaching Clarify roles, responsibilities and priorities, eg senior managers and lead teachers Evaluating teaching Using the performance management or performance development system to support the developments
35 Planning, coordinating, and evaluating curriculum Using school systems and structures to: plan (e.g., templates for planning) coordinate evaluate
36 Promoting and participating in teacher learning and development Active leadership and support from the principal Gaining teacher buy in Establishing a team Opportunities to participate in professional discussions
37 Resourcing Strategically Preparing resources to encourage and support teaching Making time available for professional discussion and collaborative planning Allocating resources to priorities
38 Part 5 Tying the threads together
39 Conclusions ERO recognises leadership in and across a range of settings To acknowledge the different settings we use different approaches Leadership is a key contributing factor to the quality of delivery Leadership is contextual Notions of leadership are continually changing
40 He aha te mea nui o te ao? He tangata! He tangata! He tangata! What is the most important thing in the world? It is people! It is people! It is people!